ABSTRACT The current study presents findings from an academic literacy intervention programme targeting Arabic-native-speaking seventh-graders. Ninety-two pupils were assigned to either print (36 pupils) or computerized (30 pupils) learning platforms, whereas the remaining pupils (26) were in a control group. Three academic vocabulary knowledge tests (receptive, productive and application in context) and a reading comprehension test were administered before and after intervention. Additionally, prior to intervention, both experimental groups were assessed for Arabic diglossic context awareness. Following intervention, higher improvement in vocabulary knowledge and reading comprehension was observed as compared to the control group. No significant differences were found between the two learning platforms. Awareness of Arabic diglossic context predicted 26% of pupils’ performance on the application pre-test, 18% of their performance on the receptive pre-test and 10.4% of their performance on reading comprehension. Gender effects were also noted with girls outperforming boys. The study results point to the benefits of an academic literacy intervention on promoting performance of Arabic-native-speaking middle schoolers. Awareness of Arabic’s diglossic nature and gender seem to modulate academic literacy performance.

中文翻译：

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在以色列的一年级（L1）中提高七个阿拉伯语等级学生的学术素养技能（El fomento del lenguajeacadémicode los estudiantes de lenguaárabeen elprimer curso de secundaria en以色列）

摘要本研究提供了针对以阿拉伯语为母语的七年级学生的学术素养干预计划的发现。有92名学生被分配到印刷学习平台（36名学生）或计算机化学习平台（30名学生），而其余的学生（26名）在对照组中。干预前后进行了三项学术词汇知识测验（接受性，生产性和应用性）和阅读理解测验。此外，在进行干预之前，对两个实验组的阿拉伯语不懂语境意识进行了评估。干预后，与对照组相比，词汇知识和阅读理解得到了更高的改善。两个学习平台之间没有发现显着差异。阿拉伯语高语学习的意识预示了学生在应用程序预测试中的表现为26％，在接受性预测试中的表现为18％，在阅读理解方面的表现为10.4％。还注意到性别影响，女孩表现优于男孩。研究结果指出，学术素养干预措施对提高讲阿拉伯语的初中学生的成绩有好处。阿拉伯语的高贵本质和性别意识似乎在调节学术素养表现。研究结果指出，学术素养干预措施对提高讲阿拉伯语的初中学生的成绩有好处。阿拉伯语的高贵本质和性别意识似乎在调节学术素养表现。研究结果指出，学术素养干预措施对提高讲阿拉伯语的初中学生的成绩有好处。阿拉伯语的高贵本质和性别意识似乎在调节学术素养表现。